Design, implementation, and evaluation of a tutor training for problem based learning in undergraduate psychology courses

Abstract

In this paper we describe a “Train the Tutor” programme (TtT) for developing the metacognitive skills, facilitator skills, and tutor skills of students in a problem based learning (PBL) context. The purpose of the programme was to train 2^nd and 3^rd year undergraduate students in psychology to become effective PBL tutors for “freshmen” (1^st year psychology students). Based on the 3C3R concept of Hung (2006), various instructional problems have been designed and used in a 6 steps training programme. The programme has been evaluated both in a formative and summative approach through a quasi-experimental control group design with pre- and post-measurements before and after the training programme. The study was conducted as part of a curriculum re-design for promoting problem based learning in psychology courses for undergraduate students in a university of applied science. The results indicate the importance of metacognitive skills of the tutor for effectively facilitating the learning process in a PBL context.